A Close Look at the Relationship Between Vocabulary Learning Strategies and the TOEIC Scores (Mizumoto & Takeuchi, 2009) TOEIC

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1 A Close Look at the Relationship Between Vocabulary Learning Strategies and the TOEIC Scores (Mizumoto & Takeuchi, 2009) TOEIC

2 CFA TOEIC TOEIC IP Appendix A Appendix B... 32

3 TOEIC TOEIC TOEIC 1 25 (a) (b) (c) (d) (e) (f) 2 TOEIC EFL 244 (a) 1 (b) TOEIC (SEM) TOEIC TOEIC TOEIC

4 1. TOEIC TOEIC (TOEIC, 2005 )TOEIC TOEIC TOEIC TOEIC test-wiseness TOEIC TOEIC TOEIC Boldt and Ross (1998, 2005) Robb and Ercanbrack (1999) TOEIC TOEIC Dörnyei, 2005; Robinson, 2002; Skehan, 1989; (Cohen & Dörnyei, 2002; Ehrman, Leaver, & Oxford, 2003; Oxford & Nyikos, 1989) TOEIC Takeuchi, Griffiths, & Coyle, SLA (Second Language Acquisition: ) Cohen, 1998; Cohen & Macaro, 2007; Dörnyei, 2005; McDonough, 1995; O Malley & Chamot, 1990; Oxford, 1990, Dörnyei, 2005Tseng, Dörnyei, and Schmitt (2006)

5 EFL (English as a Foreign Language) EFL (e.g., Gu, 2003a) EFL Takeuchi (2003b) Takeuchi Schmitt (1997) (Ahmed, 1989; Fan, 2003; Gu & Johnson, 1996; Kojic-Sabo & Lightbown, 1999; Lawson & Hogben, 1996; Sanaoui, 1995; Schmitt, 1997) (e.g., Gu & Johnson, 1996;,2003) (Nakamura, 2002) (, 1997) (Catalán, 2003; Gu, 2002) (Gu, 2002) (Gu, 2003b) (a) (b) (c) TOEIC TOEIC Strategy Inventory for Language Learning (SILL; Oxford, 1990)SILLEFL/ESL 6 50 SILL SILL Grenfell & Macaro, Dörnyei (Dörnyei, 2005; Tseng, Dörnyei, & Schmitt, 2006) SILL (flawed) Hsiao and Oxford (2002) SILL SILL

6 Tseng et al., Dörnyei, and Schmitt (2006) VLS p. 84 Schmitt (1997)Gu and Johnson (1996)Stoffer (1995) SILL (1997) VLS (1997) e.g.,, 2003 VLS (O Malley & Chamot, 1990) (Rasekh & Ranjbary, 2003) VLS (Tseng et al., 2006, p. 85) EFL 410 (N = 283) TOEIC (a) (b) Dörnyei (2003) Fan, 2003; Gu & Johnson, 1996;, 1997; Schmitt, 1997 VLS EFL VLS

7 (Ikeda & Takeuchi, 2000; Oxford, Cho, Leung, & Kim, 2004) (a) 10 (b) EFL TESOL Dörnyei (2005, p. 164) EFL 89 Dörnyei (2005, p. 169) 47 (e.g., Ahmed, 1989; Gu & Johnson, 1996; Kojic-Sabo & Lightbown, 1999) (Dörnyei, 2003, p.14) Folse (2004) EFL

8 5 1 0%5 100% TOEIC TOEIC TOEIC TOEIC (2006) TOEIC EFL (a) (the mean the standard deviation) (b) (Wintergerst, DeCapua, & Itzen, 2001, p. 391)(c) (d) Cronbach (e) Rasch SPSS Rasch WINSTEPS (Linacre & Wright, 2000) Rasch Rating Scale (Andrich, 1978) Rasch EFL

9 (Cohen, 1998) 25 Appendix A EFL TOEIC 283, , VLS 6 Cronbach CFA Hair, Black, Babin, Anderson, and Tatham (2006) (a) 6 CFA (b) CFA Byrne (2001) Bachman and Palmer (1996) TOEIC VLS VLS (e.g., Gu & Johnson, 1996; Kojic-Sabo & Lightbown, 1999; et al., 2003) VLS TOEIC TOEIC TOEIC Educational Testing Service (2006) TOEIC TOEIC SEMVLS TOEIC (e.g., Oxford, 1990; Vandergrift, 2003)

10 Amos Cronbach % 6 Fan (2003)Gu and Johnson (1996) (1997)Schmitt (1997) 3 Rasch 2 Rasch (N = 410) McNamara (1996, p. 173) infit (p. 181) infit ( ) 2 infit VLS Rasch Rasch (Bond & Fox, 2001, p.34)rasch (0.79) 5 Rasch 2 (O Malley & Chamot, 1990, p. 44)

11 1 (N = 410)

12 2 Rasch (N = 410) Infit () Appendix A

13 3 // / Gu & Johnson (1996) Schmitt (1997) (1997) Fan (2003) : N/A N/A : / : : : : N/A N/A / N/A CFA Cronbach 6 4 (N = 283) CFA 5 (Byrne, 2001) 5 CFA 6 CFA 1 CFA 11

14 (.28) p <.001 CFA AIC 5 (specification search) (Hair, et al., 2006, p. 797)

15 5 CFA 2 /df GFI AGFI CFI TLI IFI NFI RMSEA AIC < 3 >.9 >.9 >.95 >.9 >.9 >.9 <.08 CFA CFA CFA Note. GFI = Goodness of fit index, AGFI = Adjusted goodness of fit index, CFI = Comparative fit index, TLI = Tucker-Lewis index, IFI = Incremental fit index, NFI = Normed fit index, RMSEA = Root mean square error of approximation, AIC = Akaike information criterion TOEIC 6 VLS TOEIC VLS N = 283Dörnyei (2001) r =.39 6 Gu and Johnson (1996) CET Band 2 Pintrich, Smith, Garcia, and McKeachie (1993) Motivated Strategies for Learning Questionnaire (MSLQ) (Metacognitive Self-Regulation) (r =.30) r =.05 r =.22 r =.17 13

16 6 TOEIC (N = 283) TOEIC.18 **.39 ** **.13 * *p <.05, ** p < VLS (p <.001) SEMVLS TOEIC TOEIC 2 VLS 2 /df = 1.78, GFI =.87, AGFI =.84, CFI =.92, RMSEA =.05 TOEIC 0.41p <.001 TOEIC VLS SILL (Oxford, 1990) Takeuchi (1993) 60%Dreyer and Oxford (1996) 45% VLS VLS VLS SEM 14

17 4. 1 EFL 1 25 (a) (b) (c) (d) (e) (f) VLS VLS 2 VLS TOEIC Oxford and Nyikos (1989) Cohen and Dörnyei (2002) (p. 178) Kojic-Sabo & Lightbown,

18 TOEIC TOEIC IP 1 TOEIC TOEIC IP 244 n = 118 n = TOEIC IP 7 7 TOEIC IP (N = 244) TOEIC IP TOEIC IP TOEIC IP Noels, Pelletier, Clément, and Vallerand (2000) Cronbach Appendix AAppendix B 1 (Tabachnick & Fidell, 2006) ( 2 /df = 1.62, GFI =.88, AGFI =.85, CFI =.94, RMSEA =.05) ( 2 /df = 3.44, GFI 16

19 =.93, AGFI =.87, CFI =.94, RMSEA =.09) SPSS 14.0 AMOS (N = 244) () Nation (2001) 33 1, (Dreyer & Oxford, 1996; Gu & Johnson, 1996 )TOEIC 17

20 9 Pearson 9 TOEIC ** 3.86 **.63 ** 4.20 **.15 *.23 ** 5.39 **.37 **.34 **.46 ** **.24 ** * **.14 * **.34 **.24 **.19 ** 9.15 *.15 * **.30 **.27 ** ** **.31 **.30 **.28 **.44 **.17 ** **.18 ** **.24 **.28 **.21 **.34 ** * ** N = 244; * p <.05, **p <.01 1.TOEIC 4.(VLS) 7.(VLS) TOEIC 5.(VLS) 8.(VLS) TOEIC 6.(VLS) 9.(VLS) 12. VLS TOEIC VLSVLS / (Gardner, Trembaly, & Masgoret, 1997 ) (Nisbet, Tindall, & Arroyo, 2005 ) (Kojic-Sabo & Lightbown, 1999 ) 7.2 SEMSEM SEM 2 Kunnan (1998) 2 Mardia (Mardia s Multivariable Kurtosis Test) 18

21 (Mahalanobis Distance) (Mardia s Multivariable Kurtosis Test = 1.70) 2 3 TOEIC (n = 237, 2 /df = 1.59, GFI =.82, AGFI =.80, CFI =.91, RMSEA =.05) 1 VLS SEM TOEIC 4 TOEIC =.50=.27 TOEIC 19

22 .85 ***.72 ***.21 * ***.35 ***.23 **.50 ***.52 *** ***.50 ***.15 * (n = 237). * p <.05, ** p <.01, *** p < (Skehan, 1989 ) Ward (Yamamori, Isoda, Hiromori, & Oxford, 2003) z- (a) TOEIC (b) TOEIC (c) VLS (d) (e) (f) (g) (h) (i) (j) (k) ANOVA (p <.05) 3 4 z- 0 (Tukey )

23 1 TOEIC 1 TOEIC 2 TOEIC (Imagery; M = 3.46) TOEIC (Yamamori et al., 2003, p. 384 ) 3 TOEIC Cluster 1 (n = 34) Cluster 2 (n = 80) Cluster 3 (n = 130) z-scores Listen Read Self Input Image Write Oral Associate Extrinsic Intrinsic Time Variables 4. z- 9 21

24 10 1 (n = 34) 2 (n = 80) 3 (n = 130) TOEIC (58.60) (46.03) (50.76) 1-2, 1-3 TOEIC (42.31) (44.96) (40.33) 1-2, (0.92) 2.87 (0.79) 1.89 (0.59) 1-3, (0.97) 2.59 (0.86) 1.83 (0.68) 1-2, 1-3, (0.68) 3.46 (0.81) 2.44 (0.71) 1-2, (0.81) 4.17 (0.93) 3.45 (1.00) 1-3, (0.94) 3.28 (1.00) 2.24 (0.93) 1-3, (0.64) 3.04 (1.02) 2.21 (0.73) 1-3, (0.64) 3.90 (0.91) 3.91 (0.68) 1-2, (0.67) 3.37 (0.69) 2.81 (0.81) 1-2, 1-3, (2.97) 4.85 (2.31) 3.89 (2.39) 1-2, 1-3, 2-3 p < , n = 6; 2, n = 12; 3, n = 15 1 TOEIC... (T4-TC2) 2 3 TOEIC 2 22

25 (T2-MM4) Sanaoui (1995) (structured approach) Sanaoui (1995) 3 TOEIC TOEIC (M4-SH1) 3 TOEIC 8. TOEIC TOEIC TOEIC SEM TOEIC (a) TOEIC (b) (c) 23

26 TOEIC 9. TOEIC TOEIC 1 Dörnyei (2005, p. 165) 1 TOEIC 2 TOEIC TOEIC (Cohen, Weaver, & Li, 1995; Ikeda, 2007; Rasekh & Ranjbary, 2003 ) 24

27 TOEIC (IIBC) IIBC 3 1. (2004) (, 2006 ) Noels et al. (2000) (External Regulation) (Intrinsic Motivation Knowledge) (Intrinsic Motivation Accomplishment) 2. Mardia 1.96 In nami, 2006, p TOEIC F(2, 241) = 15.77, p <.01, =.33; TOEIC F(2, 241) = 22.76, p <.01, =.39; F(2, 241) = 60.37, p <.01, =.57; I F(2, 241) = 57.42, p <.01, =.56; F(2, 241) = 47.31, p <.01, =.52; F(2, 241) = 19.34, p <.01, =.36; F(2, 241) = 31.70, p <.01, =.45; F(2, 241) = 26.45, p <.01, =.42; F(2, 241) = 4.02, p <.05, =.16; F(2, 241) = 36.82, p <.01, =.48; F(2, 241) = 81.88, p <.01, = Games-Howell (Field, 2005, p.341) 25

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29 Ehrman, M., Leaver, B. L., & Oxford, R. (2003). A brief overview of individual differences in second language learning. System, 31, Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. Modern Language Journal, 87, Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage publications. Folse, K. S. (2004). Vocabulary myths: Applying second language research to classroom teaching. MI: University of Michigan Press. Gardner, R. C., Trembaly, P. F., & Masgoret, A. (1997). Towards a full model of second language learning: An empirical investigation. Modern Language Journal, 81, Grenfell, M., & Macaro, E. (2007). Claims and critiques. In A. Cohen, & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 9-28). Oxford: Oxford University Press. Gu, Y. (2002). Gender, academic major and vocabulary learning of Chinese EFL learners. RELC Journal, 33, Gu, Y. (2003a). Fine brush and freehand: The vocabulary-learning art of two successful Chinese EFL learners. TESOL Quarterly, 37, Gu, Y. (2003b). Vocabulary learning in a second language: Person, task, context and strategies. Teaching English as a Second Language Electronic Journal, 7(2). Retrieved November 8, 2004, from Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcome. Language Learning, 46, Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Hiromori, T. (2006). Gaikokugo gakushusya no doukizuke wo takameru riron to jissen. [Theories and practices that increase the motivation of foreign language learners]. Tokyo: Taga Shuppan. Horino, M., & Ichikawa, S. (1997). Koukousei no eigo gakushu ni okeru gakushu doki to gakushu houryaku [Learning motives and strategies in high-school students' English learning.] Japanese Journal of Educational Psychology, 45, Hsiao, T., & Oxford, R. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal, 86, Ikeda, M. (2007). EFL reading strategies: Empirical studies and an instructional model. Tokyo: Shohakusha. Ikeda, M., & Takeuchi, O. (2000). Tasks and strategy use: Empirical implications for questionnaire studies. JACET Bulletin, 31, In nami, Y. (2006). The effects of test anxiety on listening test performance. System, 34, Kojic-Sabo, I., & Lightbown, P. M. (1999). Students' approaches to vocabulary learning and their relationship to success. Modern Language Journal, 83,

30 Kunnan, A. J. (1998). An introduction to structural equation modeling for language assessment research. Language Testing, 15, Lawson, J. M., & Hogben, D. (1996) The vocabulary learning strategies of foreign-language students, Language Learning, 46, Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, Linacre, J. M., & Wright, B. D. (2000). WINSTEPS. Multiple-choice, rating scale, and partial credit Rasch analysis [Computer software]. Chicago: MESA Press. Maeda, H., Tagashira, K., & Miura, H. (2003). Koukousei eigo gakushusha no goi gakushu houryaku shiyou to gakushu seika [Vocabulary learning strategy use and learning achievement by Japanese high school EFL learners]. Japanese Journal of Educational Psychology, 51, McDonough, S. H. (1995). Strategy and skill in learning a foreign language. London: Edward Arnold. McNamara, T. F. (1996). Measuring second language performance. London: Longman. Nakamura, T. (2002). Vocabulary learning strategies: The case of Japanese learners of English. Kyoto: Koyo Shobo. Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Nisbet, D. L., Tindall, E. R., & Arroyo, A. A. (2005). Language learning strategies and English proficiency of Chinese university students. Foreign Language Annals, 38, Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 51, O Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House. Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73, Oxford, R., Cho, Y., Leung, S., & Kim, H-J. (2004). Effect of the presence and difficulty of task on strategy use: An exploratory study. International Review of Applied Linguistics, 42, Pintrich, P. R., Smith, D. A. P., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, Rasekh, Z. E., & Ranjbary, R. (2003). Metacognitive strategy training for vocabulary learning. Teaching English as a Second Language Electronic Journal, 7(2). Retrieved August 8, 2006, from 28

31 Robb, T., & Ercanbrack, J. (1999). A study of the effect of direct test preparation on the TOEIC scores of Japanese university students. Teaching English as a Second Language Electronic Journal, 3 (4). Retrieved August 8, 2006, from Robinson, P. (2002). Individual differences and instructed language learning. Amsterdam/Philadelphia: John Benjamins. Sanaoui, R. (1995) Adult learners' approaches to learning vocabulary in second languages. Modern Language Journal, 79, Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp ). Cambridge: Cambridge University Press. Skehan, P. (1989). Individual differences in second-language learning. London: Arnold. Stoffer, I. (1995). University foreign language students choice of vocabulary learning strategies as related to individual difference variables. Unpublished doctoral dissertation, University of Alabama, Tuscaloosa. TOEIC (2005). 13 TOEIC TOEIC (2006). TOEIC Data & Analysis Retrieved July 1, 2006, from Tabachnick, B. G., & Fidell, L. S. (2006). Using multivariate statistics (5th international ed.). Boston, MA: Pearson/Allyn & Bacon. Takeuchi, O. (1993). Language learning strategies and their relationship to achievement in English as a foreign language. Language Laboratory, 30, Takeuchi, O. (2003a).Yoriyoi gaikokugo gakushuhouhou wo motomete: Gaikokugo gakushu seikousha no kenkyu. [In search of good language learning strategies: Studies on good language learners in the Japanese FL context.] Tokyo: Shohakusha. Takeuchi, O. (2003b). What can we learn from good language learners?: A qualitative study in the Japanese foreign language context. System, 31, Takeuchi, O., Griffiths, C., & Coyle, D. (2007). Applying strategies to contexts: The role of individual, situational, and group differences. In A. Cohen, & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp ). Oxford: Oxford University Press. Tanaka, H., & Maeda, H. (2004) Reexamining the construct of amotivation: Validity of measurement and bias from negative items, Japan Language Testing Association Journal, 6, Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27, Vandergrift, L. (2003). Orchestrating strategy use: toward a model of the skilled second language listener. Language Learning, 53, Wintergerst, A. C., DeCapua, A., & Itzen, R. C. (2001). The construct validity of one 29

32 learning styles instrument. System, 29, Yamamori, K., Isoda, T., Hiromori, T., & Oxford, R. (2003). Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time. International Review of Applied Linguistics in Language Teaching, 41,

33 Appendix A: Strategic Vocabulary Learning Scale for Japanese EFL Learners (Originally in Japanese) Self-management TOEICTOEFL 7 Input-seeking () 11 Imagery Writing Rehearsal Oral Rehearsal Association 23(begin start)(positive negative) 24()() 25 31

34 Appendix B: Motivation Questionnaire (Originally in Japanese by Tanaka & Maeda, 2004) I study English Extrinsic Motivation Intrinsic Motivation

35 The Institute for International Business Communication (IIBC)

59 1 MSLQ 2. MSLQ 2. 1 被试 196 107 20. 9 Kuhl 1987 Corno & Kanfer 1993 D rnyei 2001 31 10 % 111 commitment control strategies 37% 65 21% 112 37% metac

59 1 MSLQ 2. MSLQ 2. 1 被试 196 107 20. 9 Kuhl 1987 Corno & Kanfer 1993 D rnyei 2001 31 10 % 111 commitment control strategies 37% 65 21% 112 37% metac 58 * 英语词汇习得自我调节能力与四级英语成绩的关系石运章本研究以 D rnyei 自我调节策略系统为理论指导, 对通过整群随机抽样得到的 8 个专业 300 名非英语专业二年级大学生词汇学习自我调节能力与四级英语成绩的关系进行